Menstrual education programs for girls and young women with intellectual and developmental disabilities: A systematic review

Abstract

AbstractBackgroundProviding menstrual education and guidance for menstrual management for girls and young women with intellectual disabilities is recommended to ensure smooth pubertal transitions and to support menstrual self‐agency.MethodThe purpose of this systematic review is to explore menstrual education interventions for girls and young women with intellectual disabilities.ResultsNine studies were included. Interventions were provided in small groups (n = 4) and individually (n = 5). Most studies used dolls (n = 7) and task analysis (n = 7) to teach pad‐replacement skills. All reported significant improvements in participant skills and/or knowledge following the intervention. Only one study addressed self‐agency and self‐esteem as an outcome of the intervention. Menstrual education for girls and young women with intellectual disabilities is largely focused on pad‐replacement skills.ConclusionFurther research is needed to understand the impact of menstrual health and hygiene education on variables apart from skill improvement such as self‐agency and long‐term health outcomes related to menstrual health.